Challenges and Solutions in Recruiting and Retaining Superintendents in Minnesota
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DR. CHRISTOPHER E. MILLS
MREA PRESENTATION
–
2023
RECRUITMENT AND RETENTION OF
MN SUPERINTENDENTS
PRESENTER
INFORMATION
•
Dr. Christopher E. Mills
•
Superintendent of Schools / Stephen-Argyle Central,
MN 2000-2023
•
Superintendent of Schools / Thief River Falls, MN
2023-current
•
Faculty / Minnesota State University-Moorhead
2010-Present
BACKGROUND
•
Survey of MN Superintendents completed in
December of 2022
•
160 participants in the study
–
“MN Superintendent
Retention and Turnover”
•
Survey is based on the work completed by Dr.
Wayne Heckaman, Superintendent of Schools
Bowman County, ND dissertation study “Factors
Related to Rural Superintendent Retention and
Turnover in North Dakota
–
May 2022
WHY?
•
There is a major crisis in public school leadership in
our state and nationally. The perception is that
school district leadership positions are so
challenging that the purpose and vision to make an
impact and make a difference to children and
families is to great too endure. As a result, we see a
lack of candidates for these positions in the rural,
metro, and urban levels. The survey demonstrates
that there is a great deal of support and conviction
for public schools leaders to make an impact and
make a difference with our children, families, and
communities!
WHY?
•
329 public school districts in MN
•
Since 2017
–
351 superintendent openings in MN
•
67 openings in the 2022
•
94% filled by in-state candidates - 2022
•
58% are first time superintendents
–
2022
•
9/67 openings in 2022 filled by interim superintendents
•
90.7% of” The American Superintendent 2020 Decennial Study”
participants have only served in 1 state as a superintendent.
•
1205 participants in Decennial Study completed all of the
questions
WHO ARE MN SUPERINTENDENTS?
•
79% of Superintendents are male and 20% are female
•
MASA membership
–
59% male and 40% female
•
90% identify as white, 4% as black/African American, 6%
recognized as other
Data collected from MASA
Nationally
–
73.3% of superintendents are males and 26.7%
of superintendents are female
–
Based on the “The
American Superintendent 2020 Decennial Study.”
STUDY INFORMATION
•
Education
•
31% master’s degree
•
22% credits toward doctorate degree
•
27% doctorate degree
•
17% other grad credits or license
•
Gender & status of study participants
•
86% males / 13% female
•
91% of participants are married
STUDY INFORMATION
•
Road to Current position
•
Years as an educator
–
12 to 42 years
•
Years as an superintendent
–
0 to 39 years
•
Years in current superintendent position
–
0 to 23 years
•
Recruitment to superintendency
•
Recruited by design
–
29%
•
Recruitment by opportunity
–
48%
•
Recruited by schools or service
–
22%
•
Promoted within
–
28%
•
Moved to another district
–
72%
STUDY INFORMATION
•
Role of Superintendent
•
Dual Roles
18% Yes
82% No
•
Supt/Elem Principal
–
33%
•
Supt/HS Principal
–
3%
•
Supt - 3%
•
Supt/Other
–
60%
•
Enrollment of Current Districts
•
1-300
10
•
301-600
30
•
601-1000
36
•
1001-3000 42
•
3001-6000 15
•
6001-more 12
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
Do you feel you make an impact on your school district?
•
62.5% Strongly Agree
•
35.5% Agree
•
2% Neutral
•
What are the chances you stay in your current position?
•
83% Yes
•
Are you actively searching for other superintendent
opportunities?
•
88% No
–
12% Yes
•
What are the factors that would impact you searching for new
position: Geography/Family, School Board Relations, and
options/compensation
•
Nationally
–
40.5% of superintendents that participated in “The
American Superintendent 2020 Decennial Study” reported
they would be leaving the superintendency by 2025.
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
What factors do you consider most important for
job satisfaction? (scale 1-8 lower number highest
priority)
•
Support from School Board
–
2.88
•
Collaboration Working Responsibility
–
3.66
•
Leadership Influence
–
3.94
•
Flexibility in Decision Making
–
3.94
•
Work/Life Balance
–
4.98
•
Support from Community
–
4.98
•
Primary Roles/Responsibilities
–
5.83
•
Salary/Benefits package
–
5.88
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
When considering why you would stay or leave your current
school district, to what degree would the following factors
influence your decision? (scale 1 to 5)
•
- External mandates or requirements from national, state, or other
resources
–
3.82
•
Political conflicts in local community
–
3.76
•
School Board turnover
–
3.68
•
Burn-Out from serving multiple capacities
–
3.66
•
Increased demands and accountability pressures
–
3.55
•
Desire more family time
–
3.54
•
Retirement age
–
3.50
•
Time requirements for position
–
Avg. 55 hours per week
–
3.49
•
Unable to build leadership and organizational capacity
–
3.45
•
Desire to experience a new challenge
–
3.41
•
Community pressures
–
3.36
•
Change of position in Principal role
–
3.36
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
When considering why you would stay or leave your
current school district, to what degree would the
following factors influence your decision? (scale 1 to 5) -
continued
•
Single year contract
–
3.36
•
Obtain another position outside of K-12 education
–
3.34
•
Desire to improve salary
–
3.30
•
Desire to improve benefit package
–
3.26
•
Internal district mandates and requirements
–
3.16
•
Desire to serve a larger district
–
3.15
•
Desire to relocate
–
3.14
•
Spouse career
–
2.99
•
Desire to serve a smaller district
–
2.71
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
When considering why you would STAY or LEAVE your current
school district, to what degree would the following factors
influence your decision? The lowest score indicates the
highest chance of STAYING. The highest overall score
indicates the highest chance of LEAVING. (Scale 1 to 5)
•
I have established vision for the school system
–
1.75
•
I’m committed to the beliefs and values in the school system
–
1.76
•
My work ethic is supported
–
1.77
•
School Board has a willingness to be proactive
–
1.96
•
I’m satisfied with my benefits package
–
2.29
•
I am satisfied with my salary
–
2.37
•
I have friendships in the community
–
2.39
•
I am satisfied with my retirement and pension
–
2.40
•
I have work life balance
–
2.41
•
Unreasonable workload
–
3.70
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
Top 5 Reasons to Leave MN Superintendent
position:
•
5
–
Lack of State Funding / Mandates
•
4
–
Staffing of Schools
•
3
–
Stress / Mental Health
•
2
–
Work Life Balance / Family
•
1
–
School Board Relations
–
Election
–
Political
STATE OF THE SUPERINTENDENCY IN
MINNESOTA
–
2022-2023
•
Top 5 Reasons to Stay MN Superintendent position:
•
5
–
Family
•
4
–
Shared vision for the future
•
3
–
Relationships
–
Staff, Community, and Kids
•
2
–
The work makes a difference in the lives of our
students
•
1
–
School Board Relationship
SUMMARY
•
Work to be done:
•
Work with Higher Education and MASA to promote
leadership candidates to enter Leadership and
Administration programs.
•
Promote state and national “Aspiring Superintendent
Programs”
•
Promote participation in MASA “Great Start Program”
•
Promote mentorship as part of new superintendent positions
–
contractual benefit
•
Educate School Board members and MSBA on the critical
nature of the relationship between School Boards and
Superintendents
SUMMARY
•
The work done by superintendent’s matters
–
Superintendent’s make a difference and impact on our
schools daily across the state.
•
School Board relationships are the #1 factor impacting
retention of superintendent’s across the state. There
must be a focus to educate and promote School Board
relationships with superintendent’s to enhance retention
and promote recruitment of school leaders into the
position.
•
The state of the superintendency is extremely positive,
the message must be promoted
•
Feedback
–
chris.mills@myprowler.org
There is a pressing crisis in public school leadership in Minnesota, with a shortage of candidates for superintendent positions across rural, metro, and urban areas. The presentation by Dr. Christopher E. Mills highlights key findings from a survey on superintendent retention and turnover in the state. The data reveals insights into the demographics of superintendents, education levels, and factors influencing their recruitment and retention.
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Presentation Transcript
RECRUITMENT AND RETENTION OF MN SUPERINTENDENTS DR. CHRISTOPHER E. MILLS MREA PRESENTATION 2023
PRESENTER INFORMATION Dr. Christopher E. Mills Superintendent of Schools / Stephen-Argyle Central, MN 2000-2023 Superintendent of Schools / Thief River Falls, MN 2023-current Faculty / Minnesota State University-Moorhead 2010-Present
BACKGROUND Survey of MN Superintendents completed in December of 2022 160 participants in the study MN Superintendent Retention and Turnover Survey is based on the work completed by Dr. Wayne Heckaman, Superintendent of Schools Bowman County, ND dissertation study Factors Related to Rural Superintendent Retention and Turnover in North Dakota May 2022
WHY? There is a major crisis in public school leadership in our state and nationally. The perception is that school district leadership positions are so challenging that the purpose and vision to make an impact and make a difference to children and families is to great too endure. As a result, we see a lack of candidates for these positions in the rural, metro, and urban levels. The survey demonstrates that there is a great deal of support and conviction for public schools leaders to make an impact and make a difference with our children, families, and communities!
WHY? 329 public school districts in MN Since 2017 351 superintendent openings in MN 67 openings in the 2022 94% filled by in-state candidates - 2022 58% are first time superintendents 2022 9/67 openings in 2022 filled by interim superintendents 90.7% of The American Superintendent 2020 Decennial Study participants have only served in 1 state as a superintendent. 1205 participants in Decennial Study completed all of the questions
WHO ARE MN SUPERINTENDENTS? 79% of Superintendents are male and 20% are female MASA membership 59% male and 40% female 90% identify as white, 4% as black/African American, 6% recognized as other Data collected from MASA Nationally 73.3% of superintendents are males and 26.7% of superintendents are female Based on the The American Superintendent 2020 Decennial Study.
STUDY INFORMATION Education 31% master s degree 22% credits toward doctorate degree 27% doctorate degree 17% other grad credits or license Gender & status of study participants 86% males / 13% female 91% of participants are married
STUDY INFORMATION Road to Current position Years as an educator 12 to 42 years Years as an superintendent 0 to 39 years Years in current superintendent position 0 to 23 years Recruitment to superintendency Recruited by design 29% Recruitment by opportunity 48% Recruited by schools or service 22% Promoted within 28% Moved to another district 72%
STUDY INFORMATION Role of Superintendent Dual Roles Supt/Elem Principal 33% Supt/HS Principal 3% Supt - 3% Supt/Other 60% 18% Yes 82% No Enrollment of Current Districts 1-300 10 301-600 30 601-1000 36 1001-3000 42 3001-6000 15 6001-more 12
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 Do you feel you make an impact on your school district? 62.5% Strongly Agree 35.5% Agree 2% Neutral What are the chances you stay in your current position? 83% Yes Are you actively searching for other superintendent opportunities? 88% No 12% Yes What are the factors that would impact you searching for new position: Geography/Family, School Board Relations, and options/compensation Nationally 40.5% of superintendents that participated in The American Superintendent 2020 Decennial Study reported they would be leaving the superintendency by 2025.
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 What factors do you consider most important for job satisfaction? (scale 1-8 lower number highest priority) Support from School Board 2.88 Collaboration Working Responsibility 3.66 Leadership Influence 3.94 Flexibility in Decision Making 3.94 Work/Life Balance 4.98 Support from Community 4.98 Primary Roles/Responsibilities 5.83 Salary/Benefits package 5.88
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 When considering why you would stay or leave your current school district, to what degree would the following factors influence your decision? (scale 1 to 5) - External mandates or requirements from national, state, or other resources 3.82 Political conflicts in local community 3.76 School Board turnover 3.68 Burn-Out from serving multiple capacities 3.66 Increased demands and accountability pressures 3.55 Desire more family time 3.54 Retirement age 3.50 Time requirements for position Avg. 55 hours per week 3.49 Unable to build leadership and organizational capacity 3.45 Desire to experience a new challenge 3.41 Community pressures 3.36 Change of position in Principal role 3.36
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 When considering why you would stay or leave your current school district, to what degree would the following factors influence your decision? (scale 1 to 5) - continued Single year contract 3.36 Obtain another position outside of K-12 education 3.34 Desire to improve salary 3.30 Desire to improve benefit package 3.26 Internal district mandates and requirements 3.16 Desire to serve a larger district 3.15 Desire to relocate 3.14 Spouse career 2.99 Desire to serve a smaller district 2.71
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 When considering why you would STAY or LEAVE your current school district, to what degree would the following factors influence your decision? The lowest score indicates the highest chance of STAYING. The highest overall score indicates the highest chance of LEAVING. (Scale 1 to 5) I have established vision for the school system 1.75 I m committed to the beliefs and values in the school system 1.76 My work ethic is supported 1.77 School Board has a willingness to be proactive 1.96 I m satisfied with my benefits package 2.29 I am satisfied with my salary 2.37 I have friendships in the community 2.39 I am satisfied with my retirement and pension 2.40 I have work life balance 2.41 Unreasonable workload 3.70
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 Top 5 Reasons to Leave MN Superintendent position: 5 Lack of State Funding / Mandates 4 Staffing of Schools 3 Stress / Mental Health 2 Work Life Balance / Family 1 School Board Relations Election Political
STATE OF THE SUPERINTENDENCY IN MINNESOTA 2022-2023 Top 5 Reasons to Stay MN Superintendent position: 5 Family 4 Shared vision for the future 3 Relationships Staff, Community, and Kids 2 The work makes a difference in the lives of our students 1 School Board Relationship
SUMMARY Work to be done: Work with Higher Education and MASA to promote leadership candidates to enter Leadership and Administration programs. Promote state and national Aspiring Superintendent Programs Promote participation in MASA Great Start Program Promote mentorship as part of new superintendent positions contractual benefit Educate School Board members and MSBA on the critical nature of the relationship between School Boards and Superintendents
SUMMARY The work done by superintendent s matters Superintendent s make a difference and impact on our schools daily across the state. School Board relationships are the #1 factor impacting retention of superintendent s across the state. There must be a focus to educate and promote School Board relationships with superintendent s to enhance retention and promote recruitment of school leaders into the position. The state of the superintendency is extremely positive, the message must be promoted Feedback chris.mills@myprowler.org
